SYLLABUS

Cambridge IGCSE
Computer Studies

0420
For examination in June and November 2014

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University of Cambridge International Examinations 2011

Contents
1. Introduction ..................................................................................................................... 2
1.1
1.2
1.3
1.4
1.5

Why choose Cambridge?

Why choose Cambridge IGCSE?
Why choose Cambridge IGCSE Computer Studies?
Cambridge International Certificate of Education (ICE)
How can I find out more?

2. Assessment at a glance .................................................................................................. 4

3. Syllabus aims and objectives .......................................................................................... 5
3.1 Aims
3.2 Scheme of assessment
3.3 Assessment objectives and their weighting in the exam papers

4. Curriculum content.......................................................................................................... 9
Section 1: Applications of computers and their social and economic implications
Section 2: System life cycle
Section 3: Problem solution including algorithm design, programming techniques and logic gates
Section 4: Generic software and the organisation of data
Section 5: Hardware, systems and communications
Section 6: Topics to be covered in Paper 3 Alternative to Coursework

5. Appendix....................................................................................................................... 24
5.1 Notes for the guidance of teachers
5.2 Forms
5.3 Assessment criteria for Coursework (school-based assessment)

6. Additional information ...................................................................................................34

6.1
6.2
6.3
6.4
6.5
6.6
6.7

Guided learning hours

Recommended prior learning
Progression
Component codes
Grading and reporting
Access
Support and resources

Introduction

1.

Introduction

1.1

Why choose Cambridge?

University of Cambridge International Examinations is the worlds largest provider of international education
programmes and qualifications for 5 to 19 year olds. We are part of the University of Cambridge, trusted for
excellence in education. Our qualifications are recognised by the worlds universities and employers.

Recognition
Every year, hundreds of thousands of learners gain the Cambridge qualifications they need to enter the
worlds universities.
Cambridge IGCSE (International General Certificate of Secondary Education) is internationally
recognised by schools, universities and employers as equivalent to UK GCSE. Learn more at
www.cie.org.uk/recognition

Excellence in education
We understand education. We work with over 9000 schools in over 160 countries who offer our
programmes and qualifications. Understanding learners needs around the world means listening carefully
to our community of schools, and we are pleased that 98% of Cambridge schools say they would
recommend us to other schools.
Our mission is to provide excellence in education, and our vision is that Cambridge learners become
confident, responsible, innovative and engaged.
Cambridge programmes and qualifications help Cambridge learners to become:

confident in working with information and ideas their own and those of others

responsible for themselves, responsive to and respectful of others

innovative and equipped for new and future challenges

engaged intellectually and socially, ready to make a difference

Support in the classroom

We provide a world-class support service for Cambridge teachers and exams officers. We offer a wide range
of teacher materials to Cambridge schools, plus teacher training (online and face-to-face), expert advice and
learner-support materials. Exams officers can trust in reliable, efficient administration of exams entry and
excellent, personal support from our customer services. Learn more at www.cie.org.uk/teachers

Not-for-profit, part of the University of Cambridge

We are a part of Cambridge Assessment, a department of the University of Cambridge and a not-for-profit
organisation.
We invest constantly in research and development to improve our programmes and qualifications.

Cambridge IGCSE Computer Studies 0420

Introduction

1.2 Why choose Cambridge IGCSE?

Cambridge IGCSE helps your school improve learners performance. Learners develop not only knowledge
and understanding, but also skills in creative thinking, enquiry and problem solving, helping them to perform
well and prepare for the next stage of their education.
Cambridge IGCSE is the worlds most popular international curriculum for 14 to 16 year olds, leading to
globally recognised and valued Cambridge IGCSE qualifications. It is part of the Cambridge Secondary 2
stage.
Schools worldwide have helped develop Cambridge IGCSE, which provides an excellent preparation for
Cambridge International AS and A Levels, Cambridge Pre-U, Cambridge AICE (Advanced International
Certificate of Education) and other education programmes, such as the US Advanced Placement Program
and the International Baccalaureate Diploma. Cambridge IGCSE incorporates the best in international
education for learners at this level. It develops in line with changing needs, and we update and extend it
regularly.

1.3 Why choose Cambridge IGCSE Computer Studies?

The Cambridge IGCSE Computer Studies syllabus enables candidates to develop an interest in computing
and gain confidence in the use of computers. Candidates develop an appreciation of the broad range of
computer applications, in order to improve their understanding of the power and versatility of the computer
and the benefits of its use, but also its limitations and potential disadvantages. Cambridge IGCSE Computer
Studies is an ideal foundation for further study at Cambridge International A Level, and the skills learnt can
also be used in other areas of study and in everyday life.

1.4 Cambridge International Certificate of Education (ICE)

Cambridge ICE is the group award of Cambridge IGCSE. It gives schools the opportunity to benefit
from offering a broad and balanced curriculum by recognising the achievements of learners who pass
examinations in at least seven subjects. Learners draw subjects from five subject groups, including two
languages, and one subject from each of the other subject groups. The seventh subject can be taken from
any of the five subject groups.
Computer Studies (0420) falls into Group V, Creative, Technical and Vocational Subjects.
Learn more about Cambridge IGCSE and Cambridge ICE at www.cie.org.uk/cambridgesecondary2

1.5 How can I find out more?

If you are already a Cambridge school
You can make entries for this qualification through your usual channels. If you have any questions, please
contact us at international@cie.org.uk

If you are not yet a Cambridge school

Learn about the benefits of becoming a Cambridge school at www.cie.org.uk/startcambridge.
Email us at international@cie.org.uk to find out how your organisation can become a Cambridge school.

Cambridge IGCSE Computer Studies 0420

Assessment at a glance

2.

Assessment at a glance

Candidates take Paper 1, and either Paper 2 or Paper 3. Candidates must be entered for one of the
following options:
Option 1:
Option 2:

Paper 1 and Paper 2

Paper 1 and Paper 3

Candidates take:
Paper 1: Theoretical paper

2 hours 30 minutes

This written paper contains short-answer and structured questions. There is no choice of questions.
75% of total marks

And either:

Or:

Paper 2: Coursework (school-based assessment)

Paper 3: Alternative to coursework

1 hour 30 minutes

This is a single piece of coursework of a complex

nature, which involves the use of a computer
to solve a specific problem. Candidates do
the coursework over an extended period. The
coursework enables candidates to use their
skills and experience gained during the course to
analyse, design, implement, test and evaluate the
solution to a problem.

This written paper contains short-answer

and structured questions. There is no choice
of questions.

25% of total marks

25% of total marks

Availability
This syllabus is examined in the May/June examination series and the October/November examination
series.
This syllabus is available to private candidates.
Centres in the UK that receive government funding are advised to consult the Cambridge website
www.cie.org.uk for the latest information before beginning to teach this syllabus.

Combining this with other syllabuses

Candidates can combine this syllabus in an examination series with any other Cambridge syllabus, except:

syllabuses with the same title at the same level

7010 Cambridge O Level Computer Studies

Please note that Cambridge IGCSE, Cambridge International Level 1/Level 2 Certificates and Cambridge
O Level syllabuses are at the same level.

Cambridge IGCSE Computer Studies 0420

Syllabus aims and objectives

3.

Syllabus aims and objectives

3.1 Aims
The aims of the Cambridge IGCSE Computer Studies syllabus are to enable candidates to:

develop an appreciation of the range and power of computer applications

foster an interest in, enjoyment of, and confidence in the use of computing

develop the ability to solve problems using computing techniques

develop an awareness of the place of computing in society and issues computing raises in society

gain a firm understanding of the basic techniques and knowledge required for computing applications

develop a desire to use computers within other interests

3.2 Scheme of assessment

All candidates need to demonstrate basic levels of knowledge and understanding. To do this, they need to
recall information and either apply that information or explain it. All candidates also need to demonstrate
some level of practical skill through the project or the alternative to coursework paper. This will require
them to show their ability to comprehend, analyse, explain, synthesise and justify, to varying degrees,
information and situations which should be broadly familiar to candidates.

Paper 1
This is a compulsory question paper, consisting of short-answer and structured questions. Candidates must
answer all the questions.

Paper 2: Coursework (school-based assessment)

The purpose of this project is to allow candidates to demonstrate their ability to undertake a complex piece
of work, which is a computer-based solution to a significant problem, and to complete the solution and
present their results. A complex piece of work is one which involves one of the following:

integrating components of two generic application packages to form a single solution

using some of the more advanced functionalities of a single application package

using modules and file handling in a coded solution.

In all cases, candidates must fully document the solution.

Teachers assess the coursework, and Cambridge moderates a proportion of the work. Teachers must get
written approval from Cambridge before they begin school-based assessment. To get approval, teachers
have to satisfy Cambridge requirements concerning marking and internal moderation of coursework.
Cambridge offers schools in-service training opportunities and Coursework Training Handbooks for teachers
who do not meet these requirements.

Cambridge IGCSE Computer Studies 0420

Syllabus aims and objectives

Teachers award marks for the following skills:

Analysis

11 marks

Design

14 marks

Implementation

8 marks

Testing

7 marks

Documentation

5 marks

Evaluation

5 marks

TOTAL

50 marks

Further information on Coursework projects and guidance for their assessment appears in Notes for the
guidance of teachers section in the Appendix.

Paper 3: Alternative to Coursework

This paper consists of short-answer and structured questions which refer to a given scenario. Candidates
must answer all the questions. There is a maximum of 60 marks for this paper, but the actual weighting will
be 25% to give it the same status as Paper 2 (Coursework).
The content of Paper 3 is an alternative to actual coursework. The topics covered are very similar to Paper 2
and also to section 2 of Paper 1 (system life cycle). Consequently, section 2 is tested at a very superficial
level in Paper 1 and in much more detail in Papers 2 and 3.
To study the syllabus correctly, Centres should choose a number of typical applications and go through
the syllabus items against each application. The simpler applications (which involve a simple database for
example) should include the candidates developing a computer system to replace the manual (usually paperbased) system each stage of the development is assessed against the syllabus items. The more complex
applications will require a desk-top exercise.
Examples of simple applications could include:

monthly expenditure using a spreadsheet

a simple hotel booking system (database or spreadsheet)

a simple airline booking system (database or spreadsheet)

a simple stock control system (e.g. small shop selling CDs)

route planning for a company that has a maximum of 10 routes

There are many more examples to choose from but the above would allow candidates to use all of the tools
outlined in the syllabus and prepare them for the more complex applications which they could only study
as a desk-top exercise or obtain information from other sources which describe how the new system was
developed.
Examples of more complex applications include:

automatic stock control systems

a car parts system

library systems

control systems (e.g. chemical plants)

holiday booking company

Cambridge IGCSE Computer Studies 0420

Syllabus aims and objectives

There are many more examples to choose from but the above would allow candidates to use all of the tools
outlined in the syllabus and prepare them for the scenarios chosen in the actual examination paper.
Centres should spend approximately 25% of the total time studying this part of the syllabus and should
aim to include computer-based assignments as part of the overall study. Centres can choose how they do
this (since access to a computer system is not essential for option 2) but they should try to use computer
facilities at some stage when doing Paper 3 topics and topics from sections 2 and 3 of Paper 1.
The syllabus content of Paper 3 covers essentially the system life cycle and it mirrors good practice on
Paper 2 (coursework). Centres should study the topics in the Paper 3 syllabus first of all and then gradually
apply their learning to increasingly difficult scenarios. The aim is for candidates to go through two or three
scenarios on their own once they are comfortable with the techniques. This should prepare them for the
type of questions in Paper 3.
The rest of the syllabus covers general flowcharting and pseudocode techniques. This includes dry running
of algorithms and an understanding of how to test a given piece of code/flowchart. Centres also need to
cover the impact of computerised systems, e.g. once a system has been developed it becomes possible to
make it available, for example, on a website. Candidates need to understand how this affects the system
(e.g. development of a website), the need for training and the many advantages this gives to the end user
and website owner.
The scenario question may include more general questions on developing computer systems as outlined
above. Candidates will gain much of this knowledge as they progress through the Paper 3 and Paper 1
syllabus items. These general questions will include:

doing a dry run of a flowchart or pseudocode section (using trace tables)

the impact of adopting a computerised system (e.g. websites) and how this changes the application
(e.g. Internet-based sales and features found on a typical website)

anything non-specific from all items in the syllabus (e.g. what is generally found in technical
documentation)

Cambridge IGCSE Computer Studies 0420

Syllabus aims and objectives

3.3 Assessment objectives and their weighting in the exam papers

There are three assessment objectives in Cambridge IGCSE Computer Studies:

Knowledge and understanding

Candidates should be able to demonstrate knowledge and understanding of computing, in relation to:

the range and scope of information processing applications

the effects of the use of computers, both practical and social

the range of equipment, tools and techniques used to solve problems

the functions of the main hardware and software components of information-processing systems

appropriate terminology

Problem-solving and realisation

Candidates should be able to:

identify problems within the field of information processing

analyse problems by considering relevant functional, practical, human and economic factors

draw up specifications for the computer-based solutions of problems

select from a range of resources those which are most suitable for solving problems

develop solutions using appropriate methods

implement solutions using equipment, tools and techniques sensibly

test, evaluate and refine solutions systematically

document solutions to problems

Communication

Candidates should be able to:

interpret and organise information

recognise and present information in a variety of forms

communicate in appropriate ways information about applications of computers, problems and their
solutions
Assessment objective

Paper 1

Papers 2 or 3

Overall

Knowledge and understanding

30%

5%

35%

Problem-solving and realisation

20%

15%

35%

Communication

25%

5%

30%

Total

75%

25%

100%

Cambridge IGCSE Computer Studies 0420

Curriculum content

4.

Curriculum content

Centres should read this syllabus as an integrated whole and not as a progression. The sections
of the syllabus overlap and interrelate and the order of the sections reflects a top-down view of
the subject: a study of the applications of computers and the effects of their use is supported by a
study of the design processes, methods and mechanisms which underlie such applications.
The sections of the syllabus are:
1

Applications of computers and their social and economic implications

System life cycle

Problem solution, including algorithm design, programming concepts and logic gates

Generic software and the organisation of data

Hardware, systems and communications

Topics to be covered in Paper 3: Alternative to Coursework.

Each syllabus section contains a number of subsections, and there are descriptions of aims for each section
and objectives for each subsection. The content of the syllabus is in two columns, with a list of topics on
the left and notes on the topics on the right. Some topics have no notes while some others have extended
notes. The absence, brevity or length of the notes does not indicate the weighting of the topic.
Instead this relates to whether or not there are suitable, widely available sources of clear and unambiguous
information on the topic elsewhere. Where the notes contain definitions of terms, the definitions are for the
purposes of the syllabus; they are not necessarily universal definitions.
The purpose of this syllabus is not to show how to organise a course. However, here is a suggestion
of a possible course structure, which may be helpful to some Centres, although it is not meant to be
prescriptive.
A successful course based on this syllabus could start with a study of a simple application, including topics
from throughout the syllabus which relate to that application. This could be repeated with other increasingly
complex applications from a variety of areas. Within this overall structure, candidates would need to study
particular topics in the syllabus in more detail, but, as far as possible, topics could be studied in the context
of their application. In parallel with these studies, there would be practical work designed to build upon and
illustrate the applications and topics that candidates are studying.
When considering a problem that may be solved using computers, candidates must learn to analyse the
problem first to establish the desired outcome and the information requirements. This is followed by the
design of a suitable overall system. Then candidates need to be able to specify parts of the system and
the interactions between the parts, in detail, and to select an appropriate form of solution for each of these
parts. In order to implement the solutions effectively, they need to choose suitable data organisations,
algorithms, software and hardware components and use appropriate tools and techniques. Some
understanding of the underlying system software and architecture assists in the sensible and efficient uses
of resources in the implementation of solutions.

Cambridge IGCSE Computer Studies 0420

Curriculum content

Section 1: Applications of computers and their social and economic

implications
The aim of this section of the syllabus is to cover as broad a range of computer applications as possible, so
as to provide an understanding of the power and versatility of the computer and the benefits of its use, and
also its limitations and the problems and potential disadvantages of its use.
1.1 The range and scope of computer applications
Candidates should be able to demonstrate knowledge and understanding of a wide variety of computer
applications. They do not need to have specific knowledge of every kind of application, but they should
be able to comment sensibly on any suggested application and make use of specific relevant examples for
illustration.
1.1.1 General application areas

The range of computer applications is vast. Candidates can achieve

an awareness of this range and of the nature of a variety of application
areas through a general study of a number of applications of different
kinds. The relevant aspects of any application include the following:
1

The purpose of the application

The required outcome

The overall system design, including both the computerised and

the non-computerised parts of the application

The necessary inputs to the system and the means by which any
data is captured

The overall organisation and processing of the data within the

system

The use and organisation of the major software and hardware

components of the system

The need for recovery in the event of a system failure

The interface between the system and its users

The effectiveness of the system in practice

10 The effects of the application on individuals and organisations.

There are many examples in each application area and some are listed
below. Candidates should study a varied sample of these.

10

Cambridge IGCSE Computer Studies 0420

Curriculum content

1.1.2 Communication and

information systems, online
services, remote databases

1.1.3 Commercial and general

data processing

1.1.4 Industrial, technical and

scientific uses

Examples studied should include:

electronic mail (email)

video-conferencing (e.g. the reasons for increased use in recent

years, hardware and software requirements, positive environmental
aspects of such systems)

digital telephone facilities (e.g. VoIP)

information retrieval and database systems

office automation (e.g. use of word processors, electronic filing,

databases, the need to learn new skills)

library systems (e.g. files containing book details and borrowers

details, automatic reminders, use of barcodes to track books and
identify customers)

multimedia (e.g. use of sound, animation and video to help in

education/training, producing presentations)

e-commerce (e.g. online banking, credit card purchases)

wireless technology (e.g. security aspects, allows no trailing wires)

broadband versus dial-up modems

virtual reality applications (e.g. views inside a house, kitchen

design)

Examples studied should include:

banking systems (e.g. cheque processing, updating of accounts,

stages that occur when purchases are made using a bank account)

hospitals (e.g. patient records, need to update records regularly,

hospital administration)

personnel records (e.g. what would be stored, use of databases,

need to keep up-to-date, how these link into other areas such as
payroll)

automatic stock control and order processing (e.g. use of barcodes

in supermarket stock control)

Examples studied should include:

weather forecasting (e.g. how data is gathered and processed,

how information is conveyed, predictions based on new data and
existing data)

computer aided design (e.g. features of CAD, banks of parts,

ability to do costings, applications such as electronic circuit design)

simulation and modelling (e.g. how data is gathered for a model,

how predictions are made, why modelling is done, use of the
model in applying to real applications)

use of virtual reality (e.g. designing new chemical/nuclear

plants, ability to see inside plants using special devices, safety
applications)

training (e.g. airline pilots advantages of doing this, what

hardware is used, why training simulators are used)

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Curriculum content

1.1.5 Monitoring and control

systems

1.1.6 Automation and robotics

1.1.7 Expert systems

Examples studied should include:

monitoring hospital patients (how equipment monitors vital signs,

how the system knows when to notify doctors)

chemical/nuclear plants (using sensors to monitor and control the

plants, what is monitored, how plant status is relayed to operators,
why plants are controlled by computers)

traffic control (how models/simulators are used to set traffic

light timings, types of sensors used to gather data, how system
decides timing of lights)

Examples studied should include:

domestic equipment (e.g. use of microprocessors to control

microwave ovens, etc., intelligent cookers that use barcodes to
automatically set cooking times/temperatures)

navigation systems (e.g. satellite navigation used in ships,

aeroplanes and cars (global positioning), directions given by voice
synthesis, benefits and drawbacks of these systems)

industrial robots (e.g. in car manufacturing and other automated

processes, advantages in terms of quality control and the
environment, affects on work force)

use of CCTV (e.g. cameras used in surveillance, automatic warning

of intruders, use of sensors to control camera)

Examples studied should include:

mineral prospecting

medical diagnosis

diagnostics (e.g. car engines, electronic devices)

Candidates should be aware of the following aspects of expert

systems:

1.1.8 Education and training,

entertainment

12

how they are created

how they function (role of inference engine, rule base, knowledge

base and human-machine interface)

why and where they are used to great effect

Examples studied should include:

computer-based learning (e.g. interactive learning and assessment)

applications in music (e.g. how music is produced and generated

using computers, teaching how to play musical instruments
through computer systems/electronic interfaces)

computer graphics in animation for TV and film (e.g. how cartoons/

animation is produced, special effects, synchronising speech with
animation, superimposing humans into cartoons)

virtual reality in training (e.g. use in dentistry, learning to operate

chemical/nuclear plants)

Cambridge IGCSE Computer Studies 0420

Curriculum content

1.1.9 Use of the Internet

Examples studied should include:

designing Internet sites (e.g. web page features customers expect

to see when ordering online, obtaining information, online banking
and e-commerce)

use of search engines (e.g. how to refine your searches, features of

search engines)

security (e.g. how credit card protection features are built in (e.g.
encryption, use of smart card slots in keyboards), peoples fear of
the Internet)

society (e.g. affects on society of using Internet-based shopping,

information retrieval and education systems)

other applications (e.g. ability to use live satellite maps, interactive

maps that combine traditional maps with satellite images, other
modern applications)

use of intranets (e.g. many large companies adopt intranets as

well as Internet access, the differences between intranets and the
Internet)

1.2 The social and economic implications of the use of computers

In addition to knowledge about applications, candidates should be able to demonstrate a broad knowledge
of the economic reasons for using computers and the effects of their use across a range of application
areas. They should be able to formulate a reasoned view of the potential effects of any suggested
application or development and to show their critical abilities in balancing the advantages and disadvantages
of a computerised system.
1.2.1 Social and economic
effects on people
and organisations
associated directly
with the application, on
other individuals and
organisations, and on
society in general

The social and economic effects of the use of computers should be

discussed in the context of particular computer applications, with any
general principles being based upon real examples. For example, the
de-skilling brought about through the replacement of skilled and semiskilled labour by microprocessor-controlled systems in manufacturing;
the ability to site operations anywhere in the world, e.g. call centres,
online retailing; the benefits to unions and to management of new
technology agreements leading to greater productivity and better
working conditions.
Candidates should consider the economic reasons for using
computerised systems, the changes to existing methods and services
and the changes to the working environment because computerised
systems are used. The applications discussed in Section 1.1 should be
used as a basis for this study.
Candidates should consider the health and safety aspects of using
computers in the workplace.

1.2.2 Changes in employment,

re-training

Candidates should identify the need for re-training of staff as existing

packages are upgraded and new ones are published. This includes the
use of multimedia training packages for individual use on CD-ROM or
DVD.

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Curriculum content

1.2.3 Privacy and integrity of

data

To ensure data is kept safe from hackers (e.g. by passwords, firewalls)

and data is protected from corruption, etc.

1.2.4 Data protection legislation

For example the features expected in a data protection act, such as

data must be up-to-date, data must be accurate, data must be obtained
lawfully.

1.2.5 Security and reliability; the

consequences of system
failure

The requirements for security and reliability vary considerably

depending on the nature of the application. For example, a failure
during a batch update of a sequential master file is irritating and will
cause delay, whereas a failure in an air traffic control system could well
have catastrophic results.

1.2.6 Hacking and other

computer crime

Computer crime includes activities such as the cracking of ineffective

security systems in order to gain unauthorised access to commercially
sensitive or confidential personal files, and fraud through the
improper transfer of funds from one account to another. Computer
criminals may work within the organisation or may be outsiders.
Measures taken to combat computer crime include physical security,
development of complex security codes and systems, encryption of
sensitive data, and monitoring of all attempts to access the system,
whether successful or not. Modern security systems include the
use of smart cards (which are slotted into the side of a keyboard and
prevent access unless the PIN typed in matches the one stored on the
chip) and other electronic devices (e.g. modern passports and security
passes contain a chip and/or loop circuit recognised by an electronic
reading device).

1.2.7 Computer viruses

What is a virus, the affect of a virus on a computer system, how to

guard against viruses (e.g. use of appropriate software, firewalls).

1.2.8 Internet security and usage

Potential problems with Internet use in the form of, for example:

viruses

hacking

spam

spyware

cookies

phishing

pharming

Modern developments in the use of the Internet, for example:

14

wikis

social networking

blogs

digital media sharing websites

web browsers

ISPs

tagging

podcasts

bit streaming

Cambridge IGCSE Computer Studies 0420

Curriculum content

Section 2: System life cycle

The aim of this section of the syllabus is to cover the main principles of the system life cycle which
include aspects of fact finding, feasibility study, analysis, design, implementation, testing, documentation,
methods of changeover, evaluation and maintenance. This is achieved partly through the study of computer
applications, in particular the methods by which a problem has been analysed to lead to a successful
solution for the user, and partly through practical work.
2.1 Systems analysis and design
Candidates should be able to describe the main steps involved in systems analysis and they should be
able to use charts and diagrams. They should be able to apply the principles of systems analysis in their
coursework projects and/or alternative to coursework studies.
A variety of problems/solutions should be examined beginning with the relatively simple (e.g. keeping
a record of pocket money how to go from a paper-based record to using a spreadsheet) to the more
complex (e.g. an automatic stock control system replacing a paper-based system in a supermarket).
Candidates should be aware of what is required at each stage of the
system life cycle. The use of various diagrams (e.g. top-down design,
systems flowcharts, dataflow diagrams) is essential when studying
actual examples.
2.1.1 Fact finding

Candidates should know the methods used in fact finding (and which
method is appropriate for an application).

2.1.2 Feasibility study

Candidates should understand what forms a feasibility study.

2.1.3 Analysis

Candidates should be aware of what forms the analysis stage.

2.1.4 Design

Candidates should be aware of what forms the design stage.

2.2 Implementation, evaluation and maintenance

2.2.1 Implementation

Candidates should be able to develop solutions using appropriate

methods.

2.2.2 Testing

Candidates need to be aware of testing strategies and should be

capable of choosing appropriate test data.

2.2.3 Documentation

Candidates should know what items are included in a user guide and in
technical documentation.

2.2.4 Changeover

Candidates should understand appropriate methods for changeover

(including the advantages and disadvantages of the common methods).

2.2.5 Evaluation

Candidates need to be aware of how a system is evaluated.

2.2.6 Maintenance

Candidates need to be aware of how a system is maintained.

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Curriculum content

Section 3: Problem solution including algorithm design, programming

techniques and logic gates
The aim of this section of the syllabus is to cover the design, development, implementation, maintenance
and review principles, which include techniques and tools relating to the solution to a problem. A study
of these topics is reinforced through practical work and illustrated by a consideration of existing problem
solutions in computer applications.
3.1 Algorithm design and testing
3.1.1 Make an overall plan

Most of this work should be conducted through the use of practical

exercises.
Define the scope of separate modules
Design algorithms which relate clearly to the requirements of the
system
Explain algorithms and how they relate to the system
Explain how hardware needs arise from the output required from the
system

3.1.2 Algorithm tools

Top-down design, structure diagrams, flowcharts, libraries of

procedures and subroutines.

3.1.3 Interpret and test

algorithms

Candidates should be able to work out the purpose of an algorithm

using dry runs, and to suggest and apply suitable test data.
Candidates should use trace tables to find the value of variables at
each stage in an algorithm.
Candidates should be able to identify errors in given algorithms and
suggest ways of removing these errors.

3.2 Programs, representation of algorithms and documentation

Candidates should have experience of representing algorithms as structure diagrams, flowcharts,
step sequences and description, and more formally in pseudocode. Candidates should appreciate
the main requirements of a programming language, to allow manipulation of data of various types and
structures, including control of input and output, and to provide for selection, repetition and subprogram
intercommunication. Candidates should have a basic understanding of the functions of interpreters,
compilers and assemblers, and an appreciation of the benefits offered by the existence of a range of
languages, both high- and low-level.

16

3.2.1 The concept of a program

Candidates do not need to code in any particular language but

they should be familiar with the concepts of sequence, selection
and repetition. They should understand the concepts of totals and
counting.
Candidates should be able to produce an algorithm for a given written
problem (either written in pseudocode or in the form of a flowchart).
They should have the ability to identify errors and suggest corrections
in a given piece of pseudocode.

3.2.2 High-level languages

For example: these are portable, need to be compiled or interpreted,

easier to write and debug.

3.2.3 Low-level languages

For example: machine-specific types of language (machine code or

assembly code), why these languages are used.

Cambridge IGCSE Computer Studies 0420

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3.2.4 Pseudocode structures

repeat until
if then else endif
case of otherwise endcase
while do endwhile
for to next
input and output (e.g. read, print)
totals (e.g. sum = sum + number)
counting (e.g. count = count + 1)

3.2.5 User guide, technical

documentation

Candidates should be able to distinguish between the documentation

that users require and the documentation required by those
responsible for improving and maintaining a solution in working order
or for developing the solution to meet new needs.

3.3 Logic gates and circuits

Candidates should be aware of the use of logic gates in creating electronic circuits and components. It is
useful to use kits available on the market to understand how logic gates work and to build some simple
circuits. There are numerous websites, such as www.kpsec.freeuk.com (choose the STUDY section and
then the LOGIC GATES option) which help in supplying worked examples.
3.3.1 Basic logic gates

Candidates should be able to understand and define the function of

NOT, AND, OR, NAND and NOR logic gates including the binary output
produced from all possible binary inputs. They need to be able to draw
truth tables and recognise a logic gate from its truth table.

3.3.2 Logic gate symbols

Candidates need to recognise two ways of representing the logic gates:

NOT

AND

OR

NAND

NOR

Cambridge IGCSE Computer Studies 0420

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Curriculum content

3.3.3 Interpreting simple logic

circuits

3.3.4 Designing simple logic

circuits

Candidates should be able to produce truth tables for given logic

circuits (maximum of 3 inputs and 6 gates).
a

output

Candidates should be able to produce a simple logic circuit from a

given written statement (e.g. if A AND B are on AND if C is on then the
lights will be on).

Section 4: Generic software and the organisation of data

4.1 Generic software packages
The aim of this section is to give candidates a broad overview of generic software packages. These should
be experienced through practical work. Although candidates may choose to become expert in the use of a
particular package, they only need a general knowledge of the kinds of features typical of generic packages.
Software for word
processing, database
management, spreadsheets,
graphics, communications,
multimedia, data-logging,
CAD, programming, desktop
publishing and web design

Candidates should appreciate ways, including import and export, of

using programming, desktop publishing, word processing packages,
spreadsheets, databases, graphics packages and information retrieval
packages, and show an understanding of the use of graphical user
interfaces, communications software (including email), web browsers,
search engines and authoring packages (also refer to section 1.2).
They should appreciate the advantages and disadvantages of generic
packages compared with specially written bespoke (custom-made)
software and how packages may be customised by the use of macros.
They should be able to explain the use of the tools associated with
data-logging.

4.2 Data
Candidates should be aware of the standard methods of data collection, verification and validation, and
where it is appropriate to use particular methods.
Candidates should understand that data, particularly data held in files, requires access in different ways
depending on the particular application. The medium on which the data is stored, and particularly the way
in which it is organised, depend on the requirements for access. Candidates should be familiar with the
idea of file ordering and the principles of sorting and merging. They should have experience of sequential
file processing and of processing individual records by means of record keys.

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4.2.1 The relationship between

information and data; the
collection of data; methods
of ensuring its correctness
(including validation
and verification and the
distinction between these);
the coding of data for
input; the presentation of
useful information from
processed data; analogueto-digital and digital-toanalogue conversions

4.2.2 File organisation:

different forms of
organisation, depending
on the data stored and
the requirements for
processing; processing
methods

Candidates should be able to describe and select:

automatic data capture techniques in a number of applications

(e.g. barcodes in automatic stock control systems, OCR/OMR
techniques (e.g. use in reading questionnaires), sensors in data
logging (also refer to section 5.1))

data collection methods (e.g. automatic methods as described

above, manual inputting via keyboards and touch screens)

validation techniques (e.g. range checks, type conversion checks).

The use of check digits (candidates should be able to understand
how check digits are generated and why they are used).

verification techniques (i.e. methods that can be used such

as double entry and visual checks); the uses for verification
(e.g. checking password entries)

ADC and DAC (e.g. how these are used in control and monitoring
of processes; refer to section 5.1)

Candidates should be able to describe:

the need to process files

how files are processed

file maintenance (updating, inserting and deleting data from files as

appropriate)

Candidates should be able to select with reasons:

4.2.3 Data types for numbers,

characters, strings, arrays;
the need for different
data types and structures
to represent the data of
problems which are being
solved using a computer

the appropriate file organisation and processing methods for a

particular application.

Candidates should be able to:

identify the different forms of data and explain how the data is
represented for processing with reference to a given problem

explain the need for different data types and structures and how
these relate to the data of the given problem.

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Curriculum content

Section 5: Hardware, systems and communications

The aim of this section is to draw together the experience of various kinds of hardware and types of
processing, and to examine the concepts of operating systems and communications.
5.1 Hardware
5.1.1 Computer, microcomputer,
microprocessor, standard
input and output devices,
broad classes of processor
power

Candidates should be able to identify:

the use of laptop computers (including their differences to

desktop PCs)

the required specification for a laptop (i.e. they should consume

little power, run cool, etc.)

the use of microprocessors in everyday-life objects (e.g. cameras

(including CCTV), digital watches, televisions)

Candidates should be able to describe/select:

5.1.2 The functions and

characteristics of storage
media

5.1.3 The characteristics and

performance of a range
of peripherals (including
control and communication
devices)

suitable input and output devices in relation to the requirements of

the application

the use of specialist input and output devices (e.g. to help

disabled people communicate with a computer system, devices to
communicate with virtual reality systems)

Candidates should have a good understanding of the operation of

internal memory devices such as RAM, ROM, hard disk.
Candidates should understand the operation and areas of application
for traditional external storage media such as CD-ROM, CD-RW and
DVD.
Candidates should understand the operation of other memory devices
such as:

USB flash memories

memory systems used in MP3/4 players

HD cards in digital cameras

use of modern devices in storing music and films (e.g. use of hard
drive which allows recordings to take place at the same time as
playing back files)

Candidates should be able to discuss the suitability of different

peripherals for various applications.
Candidates should be aware of the role of the mobile telephone in
communications systems (this can cover a wide range of topic areas
such as Internet access, use as cameras, use as MP3 players, etc.).
Candidates should be aware of the different types of sensor used in a
wide variety of control and monitoring applications, such as:

20

temperature (e.g. heating systems)

moisture (e.g. greenhouse applications)

gas (e.g. environmental monitoring)

light (e.g. operating automatic doors)

infra-red (e.g. detecting intruders)

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5.2 Systems and communications

5.2.1 The nature of batch,
multi-access, real-time
transaction processing,
multitasking, network and
process-control operating
systems

A real-time transaction processing system is an online system which

processes individual, discrete transactions as they occur, e.g. an
airline booking system and an online stock control system. This use
of the term real-time differs from its use in a real-time process-control
system, which continuously monitors and processes physical quantities
sufficiently rapidly to be capable of influencing the sources of data.

5.2.2 The form of interface

between the operating
system and the user; use
of command line and use
of graphical user interfaces
5.2.3 Management of files; file
directories; folders

The need for and use of facilities to copy, move, list, print files. The
use of sub-directories.

5.2.4 Peripheral device control;

use of buffers; interrupts
and interrupt priorities;
polling; handshaking;
checksums

For an interrupt system the external device or event interrupts the

processor, whereas in a polling system the processor interrogates the
device or status register. These two alternative methods have very
different processing requirements.
Adding together all of the elements (for example, bytes) of a block
produces a single element known as the checksum. This can then
be stored with the block and provides a check when the block is
transferred.

5.3 Types of system

Candidates should be able to distinguish between the different types of system, to describe what is
needed to support them, to explain which is the most suitable for any given application and to discuss the
consequent implications for the user. Candidates should be able to describe particular problems in the
management of the various types of system, such as conflicting access to common data or critical timing
considerations.
5.3.1 Batch processing
systems

In broad terms, a batch processing system processes a job without any

direct interaction between the job and the user. Typical applications are
payroll and billing systems.

5.3.2 Interactive systems

In contrast to the above, an interactive system provides for interaction

between the job and the user, which may influence the future course of
processing. Such systems may be single-user (for example, a personal
computer) or multi-user. Typical applications are word processing and
online information retrieval.

5.3.3 Network systems

A network system is one in which processing occurs independently in

more than one location, but with shared and controlled access to some
common facilities which normally include file storage and information
resources.
Candidates should be able to describe and compare the topology
principles of ring, bus and star networks and also understand the need for
local (e.g. intranet) and shared resources and gateways for accessing wide
area networks (WANs).

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Curriculum content

5.3.4 Control systems

In a control system, one or more computers control the operation of

some non-computer equipment, usually involving some monitoring and
logging of physical quantities, providing some analysis of performance
and allowing some user interaction. Feedback is an essential element in
most control systems. Timing considerations are often critical and the
term real-time control system is sometimes used to indicate this. Control
systems are used in applications such as oil-refining, chemical processing
and integrated traffic-control systems.

5.3.5 Automated systems

Automated systems are broadly similar to control systems but are

dedicated to a particular task, and lack the ability to collect and analyse
data and the flexibility to allow for and act on user interaction beyond a
very simple level. Examples are the systems found in equipment such as
washing machines and cameras.

5.3.6 Multimedia

Candidates should be able to specify minimum hardware and software

requirements for multimedia applications, and describe typical features
and uses of multimedia systems.

Section 6: Topics to be covered in Paper 3 Alternative to

Coursework
Introduction
The Alternative to Coursework syllabus follows the philosophy of the more traditional coursework (Paper 2)
syllabus. Most of the topics described here are already covered by the existing Paper 2; the main difference
here is that the topics are assessed via a written paper with a duration of 1 hour 30 minutes.
Stages in the creation of a project
The question paper includes a scenario, i.e. a description of a computer-based sample project. Candidates
have to answer questions about this sample project covering some of the topics listed below. Centres
receive an outline of the scenario in advance so that candidates can do some research in preparation for the
actual examination.

22

6.1 The methods used to

identify how the existing
system operates

Candidates need to understand the general techniques such as

observation, questionnaires, interviewing and review of existing
documentation together with the reasons for the chosen methods and
how they would be carried out.

6.2 Action plans

Candidates need to understand how a project team would ensure the

development and final implementation of a new computer-based system
to an agreed timescale and to budget. They need to be aware of what
tools exist to monitor and track project progress. The more common
tools available are Gantt Charts, Critical Path analysis, use of software
tools such as project management software, PERT charts, etc.

6.3 Hardware and software

Candidates need to choose the most appropriate hardware and

software for a given project. They need to be able to justify their
choice. They also need to explain whether off-the-shelf software or
bespoke software would be better for a given application.

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Curriculum content

6.4 Flowcharts and pseudocode

Candidates need to be able to draw a systems flowchart to

outline each of the stages in the final computerised solution.
Use of the standard systems flowchart symbols would be expected.
Candidates should be able to recognise the common flowchart
symbols and the common pseudocode keywords.
Candidates should study the use of pseudocode and normal
flowcharts, in particular:
Dry running of an algorithm in either the form of pseudocode or
flowchart. Candidates should be able to use trace tables to show the
logical steps through an algorithm and be able to show the values of all
the variables at each stage in the algorithm.

6.5 Test data for use with

algorithms

Candidates must be able to

suggest additional test data for use with the supplied algorithm

justify their reasons for choosing the test data and explain what
output they would be looking for.

6.6 Implementing the new

system (changeover)

Candidates should be aware of the various methods used to implement

the final system. They should be able to describe the advantages and
disadvantages of the various methods and also be able to justify why a
particular implementation method has been chosen.

6.7 Testing

Candidates should be able to produce a testing strategy (e.g. using

acceptable (normal), unacceptable (abnormal) and boundary (extreme)
data) for the project. They must be able to explain why a certain strategy
has been adopted and also what is expected at each stage (e.g. use of
data with known outcomes, data to test validation routines, etc.).
Candidates must also be able to suggest (and justify) appropriate test
data to fully test a given system.

6.8 Documentation

Candidates must be aware of what is required in user guide and

technical documentation to accompany the final system.

6.9 Evaluation

After installing a system it is necessary to evaluate its effectiveness.

Candidates need to be aware of how evaluation is carried out and the
reasons why it is done.

6.10 Advantages and limitations

of adopting the new
computer-based system

Candidates should also be aware of the advantages and the

limitations of adopting the new computer-based system. They need
to understand how adopting a computer-based system opens up
many other possibilities such as an Internet-based website (and the
requirements/features of such a website), use of company-wide
intranets and computer-based training methods.

6.11 Candidates do not need to study a particular programming language for this paper; but they should
know how to use and recognise standard pseudocode keywords:

repeat until

if then else endif

case of otherwise endcase

while do endwhile

for to next

(together with input, output and processing keywords e.g. input x, output value= v,
count = count + 1)

Any good text book covering computer studies techniques will contain standard flowchart and systems
flowchart symbols.

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Appendix

5.

Appendix

5.1 Notes for the guidance of teachers

Introduction
The purpose of these notes is to provide assistance for teachers preparing candidates for the Cambridge
IGCSE Computer Studies examination. They contain notes on equipment, facilities and resources and
sources of further information. The sections on approaches to practical work and to the project (Paper 2)
are particularly detailed.

Equipment and facilities

Computer Studies is a practical subject and the Cambridge IGCSE syllabus places emphasis on the use of
commercial and other major packages and on the applications of computers. Centres must ensure that their
equipment and facilities are adequate for candidates to be able to satisfy the requirements of the syllabus.
The hardware facilities needed will depend on the number of candidates, but should be sufficient for all
candidates to have enough time to become familiar with both systems software and applications packages,
and possibly to develop their own software. The software available needs to be sufficient in quality and
range to enable candidates to experience a variety of applications of computers in a practical way, as
required in the syllabus.

Hardware
Candidates need to have access to a system with direct-access file capability on backing store and hardcopy
facilities for both text and graphics.
The principal danger of using microcomputers exclusively is that many candidates gain the impression that
all computing is exemplified by the facilities of the microcomputer. Candidates will find it useful to visit such
places as retail outlets, libraries, factories, banks and so on, in order to see the need for large computer
systems.

Software
Access to a wide variety of software packages is very important. Such software packages should include
word processing, spreadsheets, information retrieval/file management systems, desktop publishing and
graphics as well as facilities for data-logging.
Candidates should have experience of using systems software and of using utility programs, such as
routines for data transfer, sorting, searching and merging.

Books
Provision of textbooks is difficult as new titles are available all the time. The British Computer Society (BCS)
booklists for Centres and colleges lists books which are suitable for use as reference books. Teachers will
need to consult several books to cover the whole syllabus adequately. There is a suggested book list on our
website. Many schools prefer to have a wide range of reference books rather than a class textbook.

24

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Appendix

Practical work
Computer Studies is a practical subject and a range of practical exercises should supplement the study of
most parts of the syllabus.
It is important that Centres encourage candidates, as early as possible in the course, to develop a
systematic approach to practical problem-solving using appropriate resources.
In addition to the practical work which candidates do throughout the course, there is the requirement to
present one significant piece of practical work for assessment.

General practical work

Candidates need to learn the techniques of problem-solving. This involves:

the definition of the problem

the choice of a method of solution

the selection of the appropriate hardware and software

the documentation of the solution.

The definition of the problem should include a description of the organisation for which a problem has been
jointly identified, together with a description of that problem.
The method of solution includes:

the breakdown of the problem into sub-problems

a description of the processes to be carried out

the design of the presentation of the results.

It should also take into account

the implications for human resources

the resources required which may be standard or purpose-designed hardware

general or special-purpose application packages or the use of a programming language.

The documentation of the solution is in two parts.

The first provides technical information about the solution which explains and justifies its design and is
sufficient to allow maintenance and development (technical documentation).

The second contains general information about this problem and its solution which enables a user to
make effective use of the solution (user guide).

Candidates will find it easiest to use a top-down approach. After carefully defining the problem, they can
break down the algorithm for its solution into component parts at successively lower levels in small sections
known as modules.

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Appendix

Assessed practical work (Paper 2)

Candidates need to present one complex piece of practical work for the purpose of the examination. The
weighting given to this work is 25%, therefore this is a very important part of the course. The teacher acts
as supervisor of the candidates and must carry out the assessment in accordance with the instructions on
the Individual Candidate Record Card. The submitted project must be the unaided work of each and
every candidate.
In the role of supervisor, the teacher should do the following.
(a) Help each candidate to choose practical work which is within the candidates capability and range of
interests.
Good project topics are open-ended in the sense that if the work proves to be easier or the candidate
more able (and enthusiastic) than the teacher first thought, it can be developed further.
Similarly, if the work proves more difficult or the candidate less able than was first thought, it should be
possible to simplify it.
(b) Ensure that candidates start their documentation as soon as they start the work. The early
documentation may need revision as the project proceeds.
(c) Insist on seeing a written description of the aims of the practical work before it is started.
The teacher should discuss the amount of time that the candidate should spend on each stage, and
should tell the candidate (and periodically remind them) of the final date for submission to the teacher.
Teachers should set this date at least one month before the final date when they have to submit
assessed practical work to Cambridge for moderation.
(d) Closely supervise the work throughout.
Candidates should provide documentation and teachers should regularly inspect it. The teacher may
give detailed assistance if necessary, but they must take into consideration the amount of help of this
kind when assessing the work. The teacher must include a note about the assistance given in the
appropriate place on the Individual Candidate Record Card.
(e) Encourage candidates to implement a back-up policy.
(f) Candidates should use a word processor to produce their documentation and include an overall report
contents page; failure to do so will result in a loss of marks.
The mark a candidate can achieve is often linked to the problem definition and therefore teachers should guide
candidates in their choice of problem. Teachers must provide on-going support, guidance and supervision
during the project. However, if a teacher has to provide excessive help or guidance, the candidate will
lose marks: the teacher will decide the level of deduction by taking into account the amount of help given.
Excessive help or guidance is when the teacher tells the candidate exactly what to do and the candidate makes
no further progress in that particular area. If such help forms part of the normal teaching process then the
teacher should not deduct marks. Also if the help enables the candidate to achieve a higher standard without
further assistance then the teacher should not deduct marks. However, if a Centre makes a deduction, then
the teacher must clearly annotate the reason for the deduction on the individual assessment form for that
particular candidate, and the candidates project must be included as part of the sample for moderation.
Teachers should make candidates aware that hardcopy output of results is essential except where this is
inappropriate (for example in a control application or some graphical solutions). For projects involving control
or graphics, Centres usually find no difficulty in obtaining photographs of the screen or screen dumps;
the teacher must authenticate any such photos. If a candidate undertakes hardware control or animated
projects, they can submit visual evidence in DVD format.
If candidates use material from magazines, books, the Internet or other sources in their projects,
they must acknowledge this material. Teachers should ensure that they do this.

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Appendix

Suggestions for practical work

The exact method of solution will be the choice of each candidate but the teacher will need to ensure that
they have covered all options during the course. Cambridge will not recommend the use of any specific
programming language; the Centre should choose the language according to the resources available.
However, if candidates choose to write their own program then the choice of language must allow them
to construct their program using a structured modular approach. Previous experience of candidates work
indicates that the choice of certain projects involving games, quizzes and word processing are unsuitable
projects and do not provide the opportunity to achieve high marks. Teachers may find it useful to use the
forum to share topics and ideas for project work.

Moderation
(a) Internal Moderation
Teachers assess the completed projects. If more than one teacher in each Centre is involved in
assessment then the Centre must make arrangements for internal moderation to ensure that all teachers
are marking to the same standard. The Centre must also moderate the marks for each skill assigned within
different teaching groups (e.g. different classes).
(b) External Moderation
Cambridge carries out external moderation of internal assessment.
Centres complete the Individual Candidate Record Cards and Coursework Assessment Summary Forms,
and send them to Cambridge.
If there are 10 or fewer candidates entered for a Coursework component, Centres must submit all the
Centre-based assessment that contributed to the final mark for that component. If there are more than
10 candidates, then Cambridge will select a sample of candidates for external moderation. Centres must
submit all the Centre-based assessment that contributed to the final mark for that component for these
candidates.
The Cambridge Handbook and the Cambridge Administrative Guide both contain further information about
external moderation.
Centres should keep all records and supporting written work until after publication of results.

5.2 Forms
See the following pages for samples of the forms required.

Cambridge IGCSE Computer Studies 0420

27

Centre Number
Candidate Number

Centre Name
Candidate Name

Teaching Group/Set

Please use the space on the reverse for any comments about the project(s), marking, and help given to the candidate beyond normal supervision. Comments are
especially important where the marks awarded differ from what might have been expected on the sole evidence of the submitted material.
Title(s) of Project(s)

Description of method of solution

Hardware

Software

Method of solution related to problem

Accurate method of solution

Programming code

Test strategy

Test results

Technical documentation

User guide

Evaluation

System development

2
3

3
2

4
2

5
2

6
3

7
2

8
3

9
3

10
3

11
2

12
3

13
3

14
3

15
4

16
2

17
3

18
3

19
2

Name of teacher completing this form

Signature

Date

Name of internal moderator

Signature

Date

WMS146

FINAL TOTAL

Systems Flowchart

1
2

Deduction for teacher assistance

Action plan

Evaluation

Description of other possible solutions

Documentation

Evaluation of existing solution

Testing

Description of existing solution

Implementation

Objectives

Section
Max
Mark
Page(s)

Design

TOTAL

Analysis

Description of the Problem

Cambridge IGCSE Computer Studies 0420

Appendix

28

COMPUTER STUDIES
INDIVIDUAL CANDIDATE RECORD CARD
CAMBRIDGE IGCSE 2014

50

20
10

50

0420/02/CW/I/14

COMPUTER STUDIES
COURSEWORK ASSESSMENT SUMMARY FORM
CAMBRIDGE IGCSE 2014
Please read the Assessment Criteria and the General Coursework Regulations in the Handbook for Centres before completing this form
Centre Number

Candidate
Number

Candidate Name

Centre Name

Teaching
Group/Set

June/November

Internally
Moderated
Total Mark Moderated
Mark
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 (max 50) Mark (max 50) (max 50)
Assessment Under Headings

Title of Project

Signature

Date

Name of internal moderator

Signature

Date
0420/02/CW/I/14

29

Appendix

Cambridge IGCSE Computer Studies 0420

Name of teacher completing this form

WMS147

Appendix

5.3 Assessment criteria for Coursework (school-based

assessment)

30

ANALYSIS

1 mark

2 marks

1. Description of the
problem

Brief description of
the background to the
business or organisation

Description of the
background to
the business or
organisation, together
with the nature of the
problem to be solved

2. Objectives (must be
stated in relation
to the proposed
solution)

Objectives listed in
general business terms,
e.g. to make a process
faster, to save time or
resources

Objectives listed in
computer-related terms,
e.g. create a database,
sort, search a database,
edit a record etc.

3. Description of
existing solution

Incomplete description
of the current solution

A full description of
the current solution,
including data input
requirements (data
capture methods
and data dictionary,
if applicable) and
specifications, the data
processing and output
requirements and
specifications

4. Evaluation of existing
solution

Incomplete evaluation
of the current solution

Complete evaluation
of the current solution
highlighting advantages,
disadvantages and
any suggested
improvement(s)

5. Description of other
possible solutions,
(including the
proposed solution)

Description of the
proposed solution

Description of the
proposed new solution
and at least one other
solution

Cambridge IGCSE Computer Studies 0420

3 marks

Objectives listed in both

general business terms
and computer-related
terms

Appendix

DESIGN

1 mark

2 marks

3 marks

6. Action plan, in terms

of system life cycle

Incomplete or unclear
action plan

Detailed action plan,

including time schedule

Detailed formal plan,

including a Gantt or
PERT chart

7. Systems flowchart

Correct symbols used

for systems flowchart

Complete solution
represented in systems
flowchart with correct
use of symbols

8. Description of the
method of solution

Unclear or confused
description of method
of solution

Clear description of
method of solution but
some aspects of the
method of solution are
missing

Clear and detailed

description of the
method of solution,
including database
tables, any relationships,
formulas etc.
(Must include
annotation or
explanation of at least
one module of any
software generated
coding/queries)

9. Hardware

A list of hardware

A detailed hardware
specification
for the proposed
solution

A complete list of
hardware together with
at least two reasons
why such hardware is
needed in the context of
the proposed solution

10. Software

List of software used

Description of the
software used

Justification as to
why this software is
being used or written,
e.g. why two facilities
are needed from the
software

Cambridge IGCSE Computer Studies 0420

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Appendix

32

IMPLEMENTATION

1 mark

2 marks

3 marks

11. Method of solution

related to the
problem by suitable
means, including
annotated coding,
spreadsheet
formulas, database
tables, site plans of
website

Description of the
method of solution
described in generic
terms

Description of the
method of solution
described in specific
details relevant to the
problem

12. Accurate method of

solution

Partly successful, at
least one computerrelated objective
achieved

Partly successful, some

of the computer-related
objectives achieved as
listed previously

Completely successful,
all of the previously
listed computer-related
objectives achieved.

13. Programming code

Use macros or prewritten code

Code and annotate own

macro(s)

Code and annotate

complete solution in any
programming language

TESTING

1 mark

2 marks

3 marks

14. Test plan

(Must include the
expected results)

Incomplete test
strategy, which
must include
the data to be
tested together
with the
expected results

Complete test
strategy, which
must include
the data to be
tested together
with the
expected results

Complete test
strategy, which
must include
the data to be
tested together
with the
expected results
and linked to
the computer
objectives in
section 2

15. Test results

(acceptable (normal),
unacceptable (abnormal)
and boundary (extreme)
data)

One type of
data tested

Two types of
data tested

Three types of
data tested

Cambridge IGCSE Computer Studies 0420

4 marks

Three types
of data tested
covering all
aspects of
functionality
(data input,
processes and
output)

Appendix

DOCUMENTATION

1 mark

2 marks

3 marks

16. Technical
documentation

Contents page
for technical
documentation but
unclear or inadequate
documentation

Contents page for

technical documentation
and clear and complete
documentation
which would enable
maintenance or
modification of the
system

17. User guide

Inadequate or unclear
details

Clear details but

incomplete

Clear and complete user

guide

SYSTEM EVALUATION
AND DEVELOPMENT

1 mark

2 marks

3 marks

18. Evaluation

Inaccurate or trivial
evaluation

Reasonable evaluation

Reasonable evaluation
linked to the
computer objectives
in section 2 and the
testing

19. Developments (The

candidate does not
necessarily have
to be capable of
carrying out these
suggestions)

Some minor
improvements
suggested

Realistic and meaningful

suggestions for
development with
explanations

The relevant page number(s) should be written underneath the marks awarded for each section on the
Individual Candidate Record Card. See section 5.2 of the Appendix for details.

Cambridge IGCSE Computer Studies 0420

33

Additional information

6.

Additional information

6.1 Guided learning hours

Cambridge IGCSE syllabuses are designed on the assumption that candidates have about 130 guided
learning hours per subject over the duration of the course. (Guided learning hours include direct teaching
and any other supervised or directed study time. They do not include private study by the candidate.)
However, this figure is for guidance only, and the number of hours required may vary according to local
curricular practice and the candidates prior experience of the subject.

6.2 Recommended prior learning

Candidates beginning this course are not expected to have studied Computer Studies or ICT previously.

6.3 Progression
Cambridge IGCSE Certificates are general qualifications that enable candidates to progress either directly to
employment, or to proceed to further qualifications.
Candidates who are awarded grades C to A* in Cambridge IGCSE Computer Studies are well prepared to
follow courses leading to Cambridge International AS and A Level Computing, or the equivalent.

6.4 Component codes

Because of local variations, in some cases component codes will be different in instructions about making
entries for examinations and timetables from those printed in this syllabus, but the component names will
be unchanged to make identification straightforward.

6.5 Grading and reporting

Cambridge IGCSE results are shown by one of the grades A*, A, B, C, D, E, F or G indicating the standard
achieved, Grade A* being the highest and Grade G the lowest. Ungraded indicates that the candidates
performance fell short of the standard required for Grade G. Ungraded will be reported on the statement
of results but not on the certificate.
Percentage uniform marks are also provided on each candidates statement of results to supplement their
grade for a syllabus. They are determined in this way:

A candidate who obtains

the minimum mark necessary for a Grade A* obtains a percentage uniform mark of 90%.
the minimum mark necessary for a Grade A obtains a percentage uniform mark of 80%.
the minimum mark necessary for a Grade B obtains a percentage uniform mark of 70%.
the minimum mark necessary for a Grade C obtains a percentage uniform mark of 60%.
the minimum mark necessary for a Grade D obtains a percentage uniform mark of 50%.

34

Cambridge IGCSE Computer Studies 0420

Additional information

the minimum mark necessary for a Grade E obtains a percentage uniform mark of 40%.
the minimum mark necessary for a Grade F obtains a percentage uniform mark of 30%.
the minimum mark necessary for a Grade G obtains a percentage uniform mark of 20%.
no marks receives a percentage uniform mark of 0%.
Candidates whose mark is none of the above receive a percentage mark in between those stated, according
to the position of their mark in relation to the grade thresholds (i.e. the minimum mark for obtaining a
grade). For example, a candidate whose mark is halfway between the minimum for a Grade C and the
minimum for a Grade D (and whose grade is therefore D) receives a percentage uniform mark of 55%.
The percentage uniform mark is stated at syllabus level only. It is not the same as the raw mark obtained
by the candidate, since it depends on the position of the grade thresholds (which may vary from one series
to another and from one subject to another) and it has been turned into a percentage.

6.6 Access
Reasonable adjustments are made for disabled candidates in order to enable them to access the
assessments and to demonstrate what they know and what they can do. For this reason, very few
candidates will have a complete barrier to the assessment. Information on reasonable adjustments is found
in the Cambridge Handbook which can be downloaded from the website www.cie.org.uk
Candidates who are unable to access part of the assessment, even after exploring all possibilities through
reasonable adjustments, may still be able to receive an award based on the parts of the assessment they
have taken.

6.7 Support and resources

Copies of syllabuses, the most recent question papers and Principal Examiners reports for teachers are on
the Syllabus and Support Materials CD-ROM, which we send to all Cambridge International Schools. They
are also on our public website go to www.cie.org.uk/igcse. Click the Subjects tab and choose your
subject. For resources, click Resource List.
You can use the Filter by list to show all resources or only resources categorised as Endorsed by
Cambridge. Endorsed resources are written to align closely with the syllabus they support. They have
been through a detailed quality-assurance process. As new resources are published, we review them
against the syllabus and publish their details on the relevant resource list section of the website.
Additional syllabus-specific support is available from our secure Teacher Support website
http://teachers.cie.org.uk which is available to teachers at registered Cambridge schools. It provides past
question papers and examiner reports on previous examinations, as well as any extra resources such as
schemes of work or examples of candidate responses. You can also find a range of subject communities on
the Teacher Support website, where Cambridge teachers can share their own materials and join discussion
groups.

Cambridge IGCSE Computer Studies 0420

35

University of Cambridge International Examinations

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University of Cambridge International Examinations 2011

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